“We are asking students to change a belief system without changing the situation around them,” he said. It can be irresponsible and unfair to talk about grit without talking about structural challenges, he said, referring to the recent interest in interventions tied to the concepts of grit and perseverance. So, what are those challenges? If a hypothetical classroom of 30 children were based on current demographics in the United States, this is how the students in that classroom would live: Seven would live in poverty, 11 would be non-white, six wouldn’t speak English as a first language, six wouldn’t be reared by their biological parents, one would be homeless, and six would be victims of abuse. Howard said that exposure to trauma has a profound impact on cognitive development and academic outcomes, and schools and teachers are woefully unprepared to contend with these realities. Children dealing with traumatic situations should not been seen as pathological, he argued. Instead, educators need to recognize the resilience they are showing already. The instruments and surveys that have been used to measure social-emotional skills such as persistence and grit have not taken into account these factors, Howard said.
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
5000 Posts in this Blog
- Follow Learning Change on WordPress.com